Chapter

6 Learning

After reading this chapter, you would be able to

• describe the nature of learning,
• explain different forms or types of learning and the procedures used in
such types of learning,
• understand various psychological processes that occur during learning
and influence its course,
• explain the determinants of learning, and
• familiarise yourself with some applications of learning principles.

Learning preserves errors
of the past as well as its
wisdom.
– A.N. Whitehead
Contents
Introduction
Nature of Learning
Paradigms of Learning
Classical Conditioning
Determinants of Classical Conditioning
Operant/Instrumental Conditioning
Determinants of Operant Conditioning
Classical and Operant Conditioning : Differences (Box 6.1)
Key Learning Processes
Learned Helplessness (Box 6.2)
Observational Learning
Cognitive Learning
Verbal Learning
Concept Learning
Skill Learning
Transfer of Learning
Factors Facilitating Learning
The Learner : Learning Styles
Learning Disabilities
Applications of Learning Principles
Key Terms
Summary
Review Questions
Project Ideas

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 Introduction
At the time of birth every human baby is equipped with the capacity to make a
limited number of responses. These responses occur reflexively whenever
appropriate stimuli are present in the environment. As the child grows and
matures, s/he becomes capable of making diverse types of responses. These
include identifying the images of some persons as one’s mother, father or
grandfather, using a spoon when eating food, and learning how to identify
alphabets, to write, and to combine them into words. S/he also observes others
doing things in specific environmental conditions, and imitates them. Learning
names of objects such as book, orange, mango, cow, boy, and girl, and retaining
them is another important task. As one grows older, one observes many events or
objects, and learns their distinct features. Objects are categorised as ‘furniture’,
‘fruits’, and so on. One also learns to drive a scooter or a car, to communicate with
others effectively, and to interact with others. It is all due to learning that a person
becomes hard working or indolent, socially knowledgeable, skilled, and
professionally competent. Each individual manages her or his life and solves all
kinds of problems because of the capacity to learn and adapt. This chapter focuses
on the various aspects of learning. First, learning is defined and characterised as
a psychological process. Second, an account is presented that explains how one
learns. A number of learning methods that account for simple to complex types of
learning are described. In the third section, some empirical phenomena, that occur
in the course of learning, are explained. In the fourth section, different factors that
determine the speed and extent of learning are described including different
learning styles and learning disabilities.

always involves some kinds of experience. We

NATURE OF LEARNING
As indicated above learning is a key process
in human behaviour. It refers to a spectrum
of changes that take place as a result of one’s
experience. Learning may be defined as “any
relatively permanent change in behaviour or
behavioural potential produced by experience”.
One must remember that some behavioural
changes occur due to the use of drugs, or
fatigue. Such changes are temporary. They are
not considered learning. Changes due to
practice and experience, which are relatively
permanent, are illustrative of learning.
Features of Learning
The process of learning has certain distinctive
characteristics. The first feature is that learning
experience an event occurring in a certain
sequence on a number of occasions. If an event
happens then it may be followed by certain
other events. For example, one learns that if
the bell rings in the hostel after sunset, then
dinner is ready to be served. Repeated
experience of satisfaction after doing
something in a specified manner leads to the
formation of habit. Sometimes a single
experience can lead to learning. A child strikes
a matchstick on the side of a matchbox, and
gets her/his fingers burnt. Such an experience
makes the child learn to be careful in handling
the matchbox in future.
Behavioural changes that occur due to
learning are relatively permanent. They must
be distinguished from the behavioural changes
that are neither permanent nor learned. For

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example, changes in behaviour often occur
due to the effects of fatigue, habituation, and
drugs. Suppose you are reading your textbook
of psychology for sometime or you are trying
to learn how to drive a motor car, a time comes
when you will feel tired. You stop reading or
driving. This is a behavioural change due to
fatigue, and is temporary. It is not considered
learning.
Let us take another case of change in one’s
behaviour. Suppose in the vicinity of your
residence a marriage is being performed. It
generates a lot of noise, which continues till
late night. In the beginning, the noise distracts
you from whatever you are doing. You feel
disturbed. While the noise continues, you
make some orienting reflexes. These reflexes
become weaker and weaker, and eventually
become undetectable. This is also one kind of
behavioural change. This change is due to
continuous exposure to stimuli. It is called
habituation. It is not due to learning. You must
have noticed that people who are on sedatives
or drugs or alcohol, their behaviour changes
as it affects physiological functions. Such
changes ar e temporary in nature and
disappear, as the effect wears out.
Lear ning involves a sequence of
psychological events. This will become clear if
we were to describe a typical learning
experiment. Suppose psychologists are
interested in understanding how a list of words
is learned. They will go through the following
sequence : (i) do a pre-test to know how much
the person knows before learning, (ii) present
the list of words to be remembered for a fixed
time, (iii) during this time the list of words is
processed towards acquiring new knowledge,
(iv) after processing is complete, new
knowledge is acquired (this is LEARNING), and
(v) after some time elapses, the processed
information is recalled by the person. By
comparing the number of words which a
person now knows as compared to what s/he
knew in the pre-test, one infers that learning
did take place.
Thus, learning is an inferred process and
is different from performance. Performance
is a person’s observed behaviour or response
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or action. Let us understand what is meant
by the term inference. Suppose you are asked
by your teacher to memorise a poem. You read
that poem a number of times. Then you say
that you have learned the poem. You are asked
to recite the poem and you are able to recite
it. The recitation of the poem by you is your
per for mance. On the basis of your
performance, the teacher infers that you have
learned the poem.
PARADIGMS OF LEARNING
Learning takes place in many ways. There are
some methods that are used in acquisition of
simple responses while other methods are
used in the acquisition of complex responses.
In this section you will learn about all these
methods. The simplest kind of learning is
called conditioning. Two types of conditioning
have been identified. The first one is called
classical conditioning, and the second
instrumental/operant conditioning. In
addition, we have observational learning,
cognitive learning, verbal learning, concept
learning, and skill learning.
CLASSICAL CONDITIONING
This type of learning was first investigated by
Ivan P. Pavlov. He was primarily interested in
the physiology of digestion. During his studies
he noticed that dogs, on whom he was doing
his experiments, started secreting saliva as
soon as they saw the empty plate in which
food was served. As you must be aware, saliva
secretion is a reflexive response to food or
something in the mouth. Pavlov designed an
experiment to understand this process in detail
in which dogs were used once again. In the
first phase, a dog was placed in a box and
harnessed. The dog was left in the box for some
time. This was repeated a number of times on
different days. In the meantime, a simple
surgery was conducted, and one end of a tube
was inserted in the dog’s jaw and the other end
of the tube was put in a measuring glass. The
experimental setup is illustrated in Figure 6.1.
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 In the second phase of the experiment, the
dog was kept hungry and placed in harness
with one end of the tube ending in the jaw
and the other end in the glass jar. A bell was
One-way
glass wall
Food
Tube from Cup for Recording
salivary glands measuring saliva device
Fig.6.1 : A Dog in Pavlovian Harness for Conditioning
sounded and immediately thereafter food (meat
powder) was served to the dog. The dog was
allowed to eat it. For the next few days,
everytime the meat powder was presented, it
was preceded by the sound of a bell. After a
number of such trials, a test trial was
introduced in which everything was the same
as the previous trials except that no food
followed the sounding of the bell. The dog still
salivated to the sound of the bell, expecting
presentation of the meat powder as the sound
of bell had come to be connected with it. This
association between the bell and food resulted
in acquisition of a new response by the dog,
i.e. salivation to the sound of the bell. This has
been termed as conditioning. You may have
noticed that all dogs salivate when they are
presented with food. Food is thus an
Table 6.1 Relationship of Stages of Conditioning and Operations
Stages of Nature of Stimulus
Conditioning
Before Food (US)
Sound of the Bell
During Sound of the Bell (CS) + Food (US)
After Sound of the Bell (CS)
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Unconditioned Stimulus (US) and salivation
which follows it, an Unconditioned Response
(UR). After conditioning, salivation started to
occur in the presence of the sound of the bell.
The bell becomes a Conditioned Stimulus
(CS) and saliva secretion a Conditioned
Response (CR). This kind of conditioning is
called classical conditioning. The procedure
is illustrated in Table 6.1. It is obvious that
the learning situation in classical conditioning
is one of S–S learning in which one stimulus
(e.g., sound of bell) becomes a signal for
another stimulus (e.g., food). Here one stimulus
signifies the possible occurrence of another
stimulus.
Examples of classical conditioning abound
in everyday life. Imagine you have just finished
your lunch and you are feeling satisfied. Then
you see some sweet dish served on the
adjoining table. This signals its taste in your
mouth, and triggers the secretion of saliva. You
feel like eating it. This is a conditioned response
(CR). Let us take another example. In the early
stages of childhood, one is naturally afraid of
any loud noise. Suppose a small child catches
an inflated balloon which bursts in her/his
hands making a loud noise. The child becomes
afraid. Now the next time s/he is made to hold
a balloon, it becomes a signal or cue for noise
and elicits fear response. This happens because
of contiguous presentation of balloon as a
conditioned stimulus (CS) and loud noise as
an unconditioned stimulus (US).
Determinants of Classical Conditioning
How quickly and strongly acquisition of a
response occurs in classical conditioning
depends on several factors. Some of the major
Nature of Response
Salivation (UR)
Alertness (No Specific Response)
Salivation (UR)
Salivation (CR)
factors influencing learning a CR are described
below:
1. T ime Relations between Stimuli : The
classical conditioning procedures, discussed
below, are basically of four types based on the
time relations between the onset of conditioned
stimulus (CS) and unconditioned stimulus
(US). The first three are called forward
conditioning procedures, and the fourth one
is called backward conditioning procedure.
The basic experimental arrangements of these
procedures are as follows:
a) When the CS and US are presented
together, it is called simultaneous
conditioning.
b) In delayed conditioning, the onset of
CS precedes the onset of US. The CS
ends before the end of the US.
c) In trace conditioning, the onset and
end of the CS precedes the onset of US
with some time gap between the two.
d) In backward conditioning, the US
precedes the onset of CS.
It is now well established that delayed
conditioning procedure is the most effective
way of acquiring a CR. Simultaneous and trace
conditioning procedures do lead to acquisition
of a CR, but they require greater number of
acquisition trials in comparison to the delayed
conditioning procedure. It may be noted that
the acquisition of response under backward
conditioning procedure is very rare.
2. Type of Unconditioned Stimuli : The
unconditioned stimuli used in studies of
classical conditioning are basically of two
types, i.e. appetitive and aversive. Appetitive
unconditioned stimuli automatically elicits
approach responses, such as eating, drinking,
caressing, etc. These responses give
satisfaction and pleasure. On the other hand,
aversive US, such as noise, bitter taste, electric
shock, painful injections, etc. are painful,
harmful, and elicit avoidance and escape
responses. It has been found that appetitive
classical conditioning is slower and requires
greater number of acquisition trials, but
aversive classical conditioning is established
in one, two or three trials depending on the
intensity of the aversive US.
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3. Intensity of Conditioned Stimuli : This
influences the course of both appetitive and
aversive classical conditioning. More intense
conditioned stimuli are more effective in
accelerating the acquisition of conditioned
responses. It means that the more intense the
conditioned stimulus, the fewer are the
number of acquisition trials needed for
conditioning.
Activity 6.1
In order to understand and explain conditioning,
you may carry out the following exercise. Take
a few pieces of mango pickle on a plate and
show it to the students in the classroom. Ask
them what they experienced in their mouth?
Most of your classmates are likely to report
some salivation in their mouth.
OPERANT/INSTRUMENTAL CONDITIONING
This type of conditioning was first investigated
by B.F. Skinner. Skinner studied occurrence
of voluntary responses when an organism
operates on the environment. He called them
operants. Operants are those behaviours or
responses, which are emitted by animals and
human beings voluntarily and are under their
control. The term operant is used because the
organism operates on the environment.
Conditioning of operant behaviour is called
operant conditioning.
Skinner conducted his studies on rats and
pigeons in specially made boxes, called the
Skinner Box. A hungry rat (one at a time) is
placed in the chamber, which was so built that
the rat could move inside but could not come
out. In the chamber there was a lever, which
was connected to a food container kept on the
top of the chamber (see Figure 6.2). When the
lever is pressed, a food pellet drops on the
plate placed close to the lever. While moving
around and pawing the walls (exploratory
behaviour), the hungry rat accidentally presses
the lever and a food pellet drops on the plate.
The hungry rat eats it. In the next trial, after
a while the exploratory behaviour again starts.
As the number of trials increases, the rat takes
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lesser and lesser time to press the lever for food.
Conditioning is complete when the rat presses
the lever immediately after it is placed in the
chamber. It is obvious that lever pressing is
an operant response and getting food is its
consequence.
Fig.6.2 : Skinner Box
In the above situation the response is
instrumental in getting the food. That is why,
this type of lear ning is also called
instrumental conditioning. Examples of
instrumental conditioning abound in our
everyday life. Children who want to have some
sweets in the absence of their mother learn to
locate the jar in which mother hides the sweets
for safekeeping and eat it. Children learn to
be polite and say ‘please’ to get favours from
their parents and others. One learns to operate
mechanical gadgets such as radio, camera,
T.V., etc. based on the principle of
instrumental conditioning. As a matter of fact
human beings learn short cuts to attain
desired goals or ends through instrumental
conditioning.
Determinants of Operant Conditioning
You have noted that operant or instrumental
conditioning is a form of learning in which
behaviour is learned, maintained or changed
through its consequences. Such consequences
are called reinforcers. A reinforcer is defined
as any stimulus or event, which increases the
probability of the occurrence of a (desired)
response. A reinforcer has numerous features,
which affect the course and strength of a
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response. They include its types – positive or
negative, number or frequency, quality –
superior or inferior, and schedule – continuous
or intermittent (partial). All these features
influence the course of operant conditioning.
Another factor that influences this type of
learning is the nature of the response or
behaviour that is to be conditioned. The
interval or length of time that lapses between
occurrence of response and reinforcement also
influences operant learning. Let us examine
some of these factors in detail.
Types of Reinforcement
Reinforcement may be positive or negative.
Positive reinforcement involves stimuli that
have pleasant consequences. They strengthen
and maintain the responses that have caused
them to occur. Positive reinforcers satisfy
needs, which include food, water, medals,
praise, money, status, information, etc.
Negative reinforcers involve unpleasant and
painful stimuli. Responses that lead organisms
to get rid of painful stimuli or avoid and escape
from them provide negative reinforcement.
Thus, negative reinforcement leads to learning
of avoidance and escape responses. For
instance, one learns to put on woollen clothes,
burn firewood or use electric heaters to avoid
the unpleasant cold weather. One learns to
move away from dangerous stimuli because
they provide negative reinforcement. It may
be noted that negative reinforcement is not
punishment. Use of punishment reduces or
suppresses the response while a negative
reinforcer increases the probability of
avoidance or escape response. For instance,
drivers and co-drivers wear their seat belts to
avoid getting injured in case of an accident or
to avoid being fined by the traffic police.
It should be understood that no
punishment suppresses a response
permanently. Mild and delayed punishment
has no effect. The stronger the punishment,
the more lasting is the suppression effect but
it is not permanent.
Sometimes punishment has no effect
irrespective of its intensity. On the contrary,
the punished person may develop dislike and
hatred for the punishing agent or the person
who administers the punishment.
Number of Reinforcement and other Features
It refers to the number of trials on which an
organism has been reinforced or rewarded.
Amount of reinforcement means how much
of reinforcing stimulus (food or water or
intensity of pain causing agent) one receives
on each trial. Quality of reinforcement refers
to the kind of reinforcer. Chickpeas or pieces
of bread are of inferior quality as compared
with raisins or pieces of cake as reinforcer.
The course of operant conditioning is usually
accelerated to an extent as the number,
amount, and quality of r einforcement
increases.
Schedules of Reinforcement
A reinforcement schedule is the arrangement
of the delivery of reinforcement during
conditioning trials. Each schedule of
reinforcement influences the course of
conditioning in its own way; and thus
conditioned responses occur with differential
characteristics. The organism being subjected
to operant conditioning may be given
reinforcement in every acquisition trial or in
Box 6.1 Classical and Operant Conditioning : Differences
Differences
1. In classical conditioning, the responses are
under the control of some stimulus because
they are reflexes, automatically elicited by
the appropriate stimuli. Such stimuli are
selected as US and responses elicited by
them as UR. Thus Pavlovian conditioning, in
which US elicits responses, is often called
respondent conditioning.
In instrumental conditioning, responses
are under the control of the organism and
are voluntary responses or ‘operants’. Thus,
in the two forms of conditioning different
types of responses are conditioned.
2. In classical conditioning the CS and US are
well-defined, but in operant conditioning CS
is not defined. It can be inferred but is not
directly known.
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some trials it is given and in others it is
omitted. Thus, the reinforcement may be
continuous or intermittent. When a desired
response is reinforced every time it occurs we
call it continuous reinforcement. In contrast,
in intermittent schedules responses are
sometimes reinforced, sometimes not. It is
known as partial reinforcement and has been
found to produce greater resistance to
extinction – than is found with continuous
reinforcement.
Delayed Reinforcement
The ef fectiveness of reinforcement is
dramatically altered by delay in the occurrence
of reinforcement. It is found that delay in the
delivery of reinforcement leads to poorer level
of performance. It can be easily shown by
asking children which reward they will prefer
for doing some chore. Smaller rewards
immediately after doing the chore will be
preferred rather than a big one after a long
gap.
Key Learning Processes
When learning takes place, be it classical or
operant conditioning, it involves the
occurrence of certain processes. These include
3. In classical conditioning, the experimenter
controls the occurrence of US, while in operant
conditioning the occurrence of the reinforcer is
under the control of the organism that is learning.
Thus, for US in classical conditioning the
organism remains passive, while in operant
conditioning the subject has to be active in order
to be reinforced.
4. In the two forms of conditioning, the technical
terms used to characterise the experimental
proceedings are different. Moreover what is called
reinforcer in operant conditioning is called US in
classical conditioning. An US has two functions.
In the beginning it elicits the response and also
reinforces the response to be associated and
elicited later on by the CS.
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 Box 6.2 Learned Helplessness
It is an interesting phenomenon, which is a result
of an interaction between the two forms of
conditioning. Learned helplessness underlies
psychological cases of depression. Seligman and
Maier demonstrated this phenomenon in a study
on dogs. First, they subjected dogs to sound (CS)
and electric shock (US) using classical conditioning
procedure. The animal had no scope to escape or
avoid the shock. This pairing was repeated a
number of times. Then the dogs were subjected to
shock in an operant conditioning procedure. The
dogs could escape the shock by pressing their
heads against the wall. After having experienced
inescapable shock in the Pavlovian contingency,
the dog failed to escape or avoid shock in the
operant conditioning procedure. The dog just
reinforcement, extinction or non-occurrence
of learned response, generalisation of
learning to other stimuli under some
specifiable conditions, discrimination
between reinforcing and non-reinforcing
stimuli, and spontaneous recovery.
Reinforcement
Reinforcement is the operation of
administering a reinforcer by the experimenter.
Reinforcers are stimuli that increase the rate
or probability of the responses that precede.
We have noted that reinforced responses
increase in rate, while non-reinforced
responses decrease in rate. A positive
reinforcer increases the rate of response that
precedes its presentation. Negative reinforcers
increase the rate of the response that precedes
their removal or termination. The reinforcers
may be primary or secondary. A primary
reinforcer is biologically important since it
determines the organism’s survival (e.g., food
for a hungry organism). A secondary reinforcer
is one which has acquired characteristics of
the reinforcer because of the organism’s
experience with the environment. We
frequently use money, praise, and grades as
reinforcers. They are called secondary
reinforcers. Systematic use of reinforcers can
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suffered the shock through, and did not attempt to
escape. This behaviour of the dog was called learned
helplessness.
This phenomenon has been shown to be operative
in humans also. It has been found that continuous
failure in a set of tasks shows the occurrence of
learned helplessness. In an experimental study, the
subjects are initially given failure experience
irrespective of their performance. In the second phase
the subjects are given a task. Learned helplessness
is often measured in terms of the subject’s ability and
persistence before they give up the task. Continuous
failure leads to little persistence and poor performance.
This shows helplessness. There are numerous studies
that demonstrate that persistent depression is often
caused by learned helplessness.
lead to the desired response. Such a response
is shaped by reinforcing successive
approximations to the desired response.
Extinction
Extinction means disappearance of a learned
response due to removal of reinforcement from
the situation in which the response used to
occur. If the occurrence of CS-CR is not
followed by the US in classical conditioning,
or lever pressing is no more followed by food
pellets in the Skinner box, the learned
behaviour will gradually be weakened and
ultimately disappear.
Learning shows resistance to extinction.
It means that even though the learned
response is now not reinforced, it would
continue to occur for sometime. However, with
increasing number of trials without
reinforcement, the r esponse strength
gradually diminishes and ultimately it stops
occurring. How long a learned response shows
resistance to extinction depends on a number
of factors. It has been found that with
increasing number of reinforced trials
resistance to extinction increases and learned
response reaches its highest level. At this level
performance gets stabilised. After that the
number of trials do not make a difference in
the response strength. Resistance to extinction
incr eases with increasing number of
reinforcements during acquisition trials,
beyond that any increase in number of
reinforcement reduces the resistance to
extinction. Studies have also indicated that
as the amount of reinforcement (number of
food pellets) increases during the acquisition
trials, resistance to extinction decreases.
If the reinforcement is delayed during
acquisition trials, the resistance to extinction
increases. Reinforcement in every acquisition
trial makes the learned response to be less
resistant to extinction. In contrast,
intermittent or partial reinforcement during
acquisition trials makes a learned response
more resistant to extinction.
Generalisation and Discrimination
The processes of generalisation and
discrimination occur in all kinds of learning.
However, they have been extensively
investigated in the context of conditioning.
Suppose an organism is conditioned to elicit a
CR (saliva secretion or any other reflexive
response) on presentation of a CS (light or
sound of bell). After conditioning is established,
and another stimulus similar to the CS (e.g.,
ringing of telephone) is presented, the organism
makes the conditioned response to it. This
phenomenon of responding similarly to similar
stimuli is known as generalisation. Again,
suppose a child has learned the location of a
jar of a certain size and shape in which sweets
are kept. Even when the child’s mother is not
around, the child finds the jar and obtains the
sweets. This is a learned operant. Now the
sweets are kept in another jar of a different
size and shape and at a different location in
the kitchen. In the absence of the mother the
child locates the jar and obtains the sweets.
This is also an example of generalisation. When
a learned response occurs or is elicited by a
new stimulus, it is called generalisation.
Another process, which is complimentary
to generalisation, is called discrimination.
Generalisation is due to similarity while
discrimination is a response due to difference.
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For example, suppose a child is conditioned
to be afraid of a person with a long moustache
and wearing black clothes. In subsequent
situation, when s/he meets another person
dressed in black clothes with a beard, the child
shows signs of fear. The child’s fear is
generalised. S/he meets another stranger who
is wearing grey clothes and is clean-shaven.
The child shows no fear. This is an example of
discrimination. Occurrence of generalisation
means failure of discrimination.
Discriminative response depends on the
discrimination capacity or discrimination
learning of the organism.
Spontaneous Recovery
Spontaneous recovery occurs after a learned
response is extinguished. Suppose an
organism has learned to make a response for
getting reinforcement, then the response is
extinguished and some time lapses. A question
now may be asked, whether the response is
completely extinguished, and will not occur if
the CS is presented. It has been demonstrated
that after lapse of considerable time, the
learned or CR recovers and occurs to the CS.
The amount of spontaneous recovery depends
on the duration of the time lapsed after the
extinction session. The longer the duration of
time lapsed, the greater is the recovery of
learned response. Such a recovery occurs
spontaneously. Fig.6.3 shows the
phenomenon of spontaneous recovery.
(1) (2) (3)
Acquisition Extinction Spontaneous
(CS+US) (CS alone) recovery
(CS alone)
Strength of the CR
Baseline Rest
Trials
Fig.6.3 : Phenomenon of Spontaneous Recovery
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OBSERVATIONAL LEARNING
The next form of learning takes place by
observing others. Earlier this form of learning
was called imitation. Bandura and his
colleagues in a series of experimental studies
investigated observational learning in detail.
In this kind of learning, human beings learn
social behaviours, therefore, it is sometimes
called social learning. In many situations
individuals do not know how to behave. They
observe others and emulate their behaviour.
This form of learning is called modeling.
Examples of observational lear ning
abound in our social life. Fashion designers
employ tall, pretty, and gracious young girls
and tall, smart, and well-built young boys for
popularising clothes of different designs and
fabrics. People observe them on televised
fashion shows and advertisements in
magazines and newspapers. They imitate these
models. Observing superiors and likeable
persons and then emulating their behaviour
in a novel social situation is a common
experience.
In order to understand the nature of
observational learning we may refer to the
studies conducted by Bandura. In one of his
well-known experimental study, Bandura
showed a film of five minutes duration to
children. The film shows that in a large room
there are numerous toys including a large
sized ‘Bobo’ doll. Now a grown-up boy enters
the room and looks around. The boy starts
showing aggressive behaviour towards the toys
in general and the bobo doll in particular. He
hits the doll, throws it on the floor, kicking it
and sitting on it. This film has three versions.
In one version a group of children see the boy
(model) being rewarded and praised by an
adult for being aggressive to the doll. In the
second version another group of children see
the boy being punished for his aggressive
behaviour. In the third version the third group
of children are not shown the boy being either
rewarded or punished.
After viewing a specific version of the film
all the three groups of children were placed in
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an experimental room in which similar toys
were placed around. The children were allowed
to play with the toys. These groups were
secretly observed and their behaviours noted.
It was found that those children who saw
aggressive behaviour being rewarded were
most aggressive; children who had seen the
aggressive model being punished were least
aggressive. Thus, in observational learning
observers acquire knowledge by observing the
model’s behaviour, but perfor mance is
influenced by model’s behaviour being
rewarded or punished.
You must have noticed that children
observe adults’ behaviours, at home and
during social ceremonies and functions. They
enact adults in their plays and games. For
instance, young children play games of
marriage ceremonies, birthday parties, thief
and policeman, house keeping, etc. Actually
they enact in their games what they
observe in society, on television, and read in
books.
Children lear n most of the social
behaviours by observing and emulating adults.
The way to put on clothes, dress one’s hair,
and conduct oneself in society are learned
through observing others. It has also been
shown that children learn and develop various
personality characteristics through
observational learning. Aggressiveness, pro-
social behaviour, courtesy, politeness,
diligence, and indolence are acquired by this
method of learning.
Activity 6.2
You can have first-hand experience of observational
learning by doing the following exercise.
Collect four or five school going children and
demonstrate how to make a boat out of a sheet of
paper. Do it two or three times and ask the children
to observe carefully. After having shown how to
fold the paper in different ways for a number of
times, give them sheets of paper and ask them to
make a toy boat.
Most children will be able to do it somewhat
successfully.

COGNITIVE LEARNING
Some psychologists view learning in terms of
cognitive processes that underlie it. They have
developed approaches that focus on such
processes that occur during learning rather
than concentrating solely on S-R and S-S
connections, as we have seen in the case of
classical and operant conditioning. Thus, in
cognitive learning, there is a change in what
the learner knows rather than what s/he does.
This form of learning shows up in insight
learning and latent learning.
Insight Learning
Kohler demonstrated a model of learning
which could not be readily explained by
conditioning. He perfor med a series of
experiments with chimpanzees that involved
solving complex problems. Kohler placed
chimpanzees in an enclosed play area where
food was kept out of their reach. Tools such
as poles and boxes were placed in the
enclosure. The chimpanzees rapidly learned
how to use a box to stand on or a pole to move
the food in their direction. In this experiment,
learning did not occur as a result of trial and
error and reinforcement, but came about in
sudden flashes of insight. The chimpanzees
would roam about the enclosure for some time
and then suddenly would stand on a box, grab
a pole and strike a banana, which was out of
nor mal reach above the enclosure. The
chimpanzee exhibited what Kohler called
insight learning – the process by which the
solution to a problem suddenly becomes clear.
In a nor mal experiment on insight
learning, a problem is presented, followed by
a period of time when no apparent progress is
made and finally a solution suddenly emerges.
In insight learning, sudden solution is the rule.
Once the solution has appeared, it can be
repeated immediately the next time the
problem is confronted. Thus, it is clear that
what is learned is not a specific set of
conditioned associations between stimuli and
responses but a cognitive relationship between
a means and an end. As a result, insight
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learning can be generalised to other similar
problem situations.
Latent Learning
Another type of cognitive learning is known
as latent learning. In latent learning, a new
behaviour is learned but not demonstrated
until reinforcement is provided for displaying
it. Tolman made an early contribution to the
concept of latent learning. To have an idea of
latent learning, we may briefly understand his
experiment. Tolman put two groups of rats in
a maze and gave them an opportunity to
explore. In one group, rats found food at the
end of the maze and soon learned to make
their way rapidly through the maze. On the
other hand, rats in the second group were not
rewarded and showed no apparent signs of
learning. But later, when these rats were
reinforced, they ran through the maze as
efficiently as the rewarded group.
Tolman contended that the unrewarded
rats had learned the layout of the maze early
in their explorations. They just never displayed
their latent learning until the reinforcement
was provided. Instead, the rats developed a
cognitive map of the maze, i.e. a mental
representation of the spatial locations and
directions, which they needed to reach their
goal.
VERBAL LEARNING
Verbal learning is different from conditioning
and is limited to human beings. Human
beings, as you must have observed, acquire
knowledge about objects, events, and their
features largely in terms of words. Words then
come to be associated with one another.
Psychologists have developed a number of
methods to study this kind of learning in a
laboratory setting. Each method is used to
investigate specific questions about learning
of some kind of verbal material. In the study
of verbal learning, psychologists use a variety
of materials including nonsense syllables,
familiar words, unfamiliar words (see Table
6.2 for sample items), sentences, and
paragraphs.
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 Table 6.2 Sample Lists of Items used in Verbal Learning Experiments
Verbal
Nonsense syllables Unfamiliar words Familiar words
YOL ZILCH BOAT
RUV PLUMB NOSE
TOJ VERVE KNOW
LIN BLOUT GOAL
LUF THILL BOWL
GOW SCOFF LOAD
NOK TENOR FEET
RIC WRACK MEET
NEZ BOUGH TENT
TAM MALVE FOAM
SUK PATTER TALE
KOZ MANSE JOKE
GUD KYDRA MALE
MUP BORGE BALM
KUG DEVEN SOLE

Methods used in Studying Verbal Learning
1. Paired-Associates Learning : This method
is similar to S-S conditioning and S-R learning.
It is used in learning some foreign language
equivalents of mother tongue words. First, a
list of paired-associates is prepared. The first
word of the pair is used as the stimulus, and
the second word as the response. Members of
each pair may be from the same language or
two different languages. A list of such words
is given in Table 6.3.
The first members of the pairs (stimulus
term) are nonsense syllables (consonant-
vowel-consonant), and the second are English
nouns (response term). The learner is first
shown both the stimulus-response pairs
together, and is instructed to remember and
recall the response after the presentation of
each stimulus term. After that a learning trial
begins. One by one the stimulus words are
presented and the participant tries to give the
correct response term. In case of failure, s/he
is shown the response word. In one trial all
the stimulus terms are shown. Trials continue
until the participant gives all the response
words without a single error. The total number
of trials taken to reach the criterion becomes
the measure of paired-associates learning.
2. Serial Learning : This method of verbal
learning is used to find out how participants
learn the lists of verbal items, and what
processes are involved in it. First, lists of verbal
items, i.e. nonsense syllables, most familiar
or least familiar words, interrelated words, etc.
are prepared. The participant is presented the
entire list and is required to produce the items
in the same serial order as in the list. In the
first trial, the first item of the list is shown,

Table 6.3 Examples of Stimulus – Response PPairs

airs used in PPaired-Associates
aired-Associates Learning
Stimulus - Response Stimulus - Response
GEN – LOOT LUR – ROOF
BEM – TIME RUL – GOLD
DIV – LAMP VAK – HILL
WUF – DEER KER – NAME
JIT – LION HOZ – GOAT
DAX – COAL MUW – BULL

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and the participant has to produce the second
item. If s/he fails to do so within the prescribed
time, the experimenter presents the second
item. Now this item becomes the stimulus and
the participant has to produce the third item
that is the response word. If s/he fails, the
experimenter gives the correct item, which
becomes the stimulus item for the fourth word.
This procedure is called serial anticipation
method. Learning trials continue until the
participant correctly anticipates all the items
in the given order.
3. Free Recall : In this method, participants
are presented a list of words, which they read
and speak out. Each word is shown at a fixed
rate of exposure duration. Immediately after
the presentation of the list, the participants
are required to recall the words in any order
they can. Words in the list may be interrelated
or unrelated. More than ten words are
included in the list. The presentation order of
words varies from trial to trial. This method is
used to study how participants organise words
for storage in memory. Studies indicate that
the items placed in the beginning or end of
the lists are easier to recall than those placed
in the middle, which are more difficult to
recall.
Determinants of Verbal Learning
Verbal learning has been subjected to the most
extensive experimental investigations. These
studies have indicated that the course of verbal
learning is influenced by a number of factors.
The most important determinants are the
different features of the verbal material to be
learned. They include length of the list to be
learned and meaningfulness of the material.
Meaningfulness of material is measured in
several ways. The number of associations
elicited in a fixed time, familiarity of the
material and frequency of usage, relations
among the words in the list, and sequential
dependence of each word of the list on the
preceding words, are used for assessing
meaningfulness. Lists of nonsense syllables are
available with different levels of associations.
The nonsense syllables should be selected
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from a list containing the same association
value. On the basis of research findings, the
following generalisations have been made.
Learning time increases with increase in
length of the list, occurrence of words with low
association values or lack of relations among
the items in the list. The more time it takes to
learn the list, stronger will be the learning. In
this respect psychologists have found that the
total time principle operates. This principle
states that a fixed amount of time is necessary
to learn a fixed amount of material, regardless
of the number of trials into which that time is
divided. The more time it takes to learn, the
stronger becomes the learning.
If participants are not restricted to the
serial learning method and are allowed to give
free recall, verbal lear ning becomes
organisational. It implies that in free recall
participants recall the words not in their order
of presentation, but in a new order or
sequence. Bousfield first demonstrated this
experimentally. He made a list of 60 words
that consisted of 15 words drawn from each
of the four semantic categories, i.e. names,
animals, professions, and vegetables. These
words were presented to participants one by
one in random order. The participants were
required to make free recall of the words.
However, they recalled the words of each
category together. He called it category
clustering. It is worth noting that, though,
the words were presented randomly the
participants organised them category-wise in
recall. Here category clustering occurred
because of the nature of the list. It has also
been demonstrated that free recall is always
organised subjectively. Subjective organisation
shows that the participants organise words
or items in their individual ways and recall
accordingly.
Verbal learning is usually intentional but
a person may learn some features of the words
unintentionally or incidentally. In this kind of
learning, participants notice features such as
whether two or more words rhyme, start with
identical letters, have same vowels, etc. Thus,
verbal learning is both intentional as well as
incidental.
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Activity 6.3
Take the following words and write them on
separate cards, and ask the participants to read
them aloud one by one. After completion of two
readings, ask them to write down the words in
any order : book, law, bread, shirt, coat, paper,
pencil, biscuit, pen, life, history, rice, curd, shoes,
sociology, sweet, pond, potato, ice-cream, muffler,
and prose. After the presentation, ask them to
write down the words they read, without bothering
about the order of presentation.
Analyse your data to see whether recalled
words show any organisation.
CONCEPT LEARNING
The world, in which we live, consists of
innumerable objects, events and living beings.
These objects and events are different in their
structures and functions. One of the many
things human beings have to do is to organise
the objects, events, animals, etc., into
categories so that within the category, objects
are treated as equivalent even though they are
different in their features. Such
categorisations involve concept learning.
What is a Concept?
A concept is a category that is used to refer to
a number of objects and events. Animal, fruit,
building, and crowd are examples of concepts
or categories. It may be noted that the terms,
concept and category, are interchangeably
used. A concept is defined as ‘a set of features
or attributes connected by some rule’. Instances
of a concept are those objects or events or
behaviours, which have common features. A
feature is any characteristic or aspect of an
object or event or living organism that is
observed in them, and can be considered
equivalent to some features observed or
discriminated in other objects. Features are of
innumerable kinds and their discriminability
depends upon the degree of the observer’s
perceptual sensitivity. Properties like colour,
size, number, shape, smoothness, roughness,
softness, and hardness are called features.
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Rules that are used to connect the features
to form a concept may be very simple or
complex. A rule is an instruction to do
something. Keeping in view the rules that are
used in defining concepts, psychologists have
studied two types of concepts : artificial
concepts and natural concepts or categories.
Artificial concepts are those that are well-
defined and rules connecting the features are
precise and rigid. In a well-defined concept the
features that represent the concept are both
singly necessary and jointly sufficient.
Every object must have all the features in order
to become an instance of the concept. On the
other hand, natural concepts or categories are
usually ill-defined. Numerous features are
found in the instances of a natural category.
Such concepts include biological objects, real
world products, and human artefacts such as
tools, clothes, houses, etc.
Let us take the example of the concept of
a square. It is a well-defined concept. It must
have four attributes, i.e. closed figure, four
sides, each side of equal length, and equal
angles. Thus a square consists of four features
connected by a conjunctive rule. In order to
understand various rules for creating well-
defined concepts let us look at Figure 6.4.
Fig.6.4 : Sixteen figures containing two shapes –
square and triangle, two shades – pink and grey,
cross on top and bottom, circles – right or left sides
of figures. These figures are used as instances of
and non-instances of an artificial concept.
 In Figure 6.4 there are 16 cards having two
shapes - square and triangle, two shades-pink
and grey, signs of cross on top or bottom, and
small circle on right side or left side. With the
help of these cards one can create a number of
concepts by using different rules. The set of
features that are connected by some rule are
called relevant features. The features that are
not included in the rule are considered to be
irrelevant features. For example, in the cards
shown in Figure 6.4 there are four features —
shape, shade, cross or no cross on the top, and
circle on the right or left side. In creating a
conjunctive concept by using two features
one may use shape and side as the relevant
ones, and leave out two others as irrelevant.
For such a concept, the exemplars and non-
exemplars are given in Figure 6.5. You will
study more about concepts in Chapter 8 on
thinking.
Fig.6.5 : The four figures on the top are the
exemplars of the concept, and rest of the figures are
non-exemplars. The exemplars of the concept must
be triangle and grey. Other features are irrelevant.
SKILL LEARNING
Nature of Skills
A skill is defined as the ability to perform some
complex task smoothly and efficiently. Car
driving, airplane piloting, ship navigating,
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shorthand writing, and writing and reading are
examples of skills. Such skills are learned by
practice and exercise. A skill consists of a
chain of perceptual motor responses or as a
sequence of S-R associations.
Phases of Skill Acquisition
Skill lear ning passes through several
qualitatively different phases. With each
successive attempt at learning a skill, one’s
performance becomes smoother and less effort
demanding. In other words, it becomes more
spontaneous or automatic. It has also been
shown that in each phase the performance
improves. In transition from one phase to the
next, when the level of performance stands
still, it is called performance plateau. Once
the next phase begins, performance starts
improving and its level starts going up.
One of the most influential accounts of the
phases of skill acquisition is presented by
Fitts. According to him, skill learning passes
through three phases, viz. cognitive,
associative and autonomous. Each phase or
stage of skill learning involves different types
of mental processes. In the cognitive phase of
skill learning, the learner has to understand
and memorise the instructions, and also
understand how the task has to be performed.
In this phase, every outside cue, instructional
demand, and one’s response outcome have to
be kept alive in consciousness.
The second phase is associative. In this
phase, different sensory inputs or stimuli are
linked with appropriate responses. As the
practice incr eases, errors decrease,
performance improves and time taken is also
reduced. With continued practice, errorless
performance begins, though, the learner has
to be attentive to all the sensory inputs and
maintain concentration on the task. Then the
third phase, i.e. autonomous phase, begins.
In this phase, two important changes take
place in per formance: the attentional
demands of the associative phase decrease,
and interference created by external factors
reduces. Finally, skilled performance attains
automaticity with minimal demands on
conscious effort.
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 Transitions from one phase to the other
clearly show that practice is the only means
of skill learning. One has to keep on exercising
and practicing. As the practice increases,
improvement rate gradually increases; and
automaticity of errorless per formance
becomes the hallmark of skill. That is why it
is said that ‘practice makes a man perfect’.
TRANSFER OF LEARNING
The term transfer of learning is often called
transfer of training or transfer effect. It refers
to the effects of prior learning on new learning.
Transfer is considered to be positive if the
earlier learning facilitates current learning. It
is considered to be negative transfer if new
learning is retarded. Absence of facilitative or
retarding ef fect means zero transfer.
Psychologists use specific experimental
designs in the study of transfer effects. One
such design is presented in Table 6.4
Suppose you want to know whether
learning of English language affects learning
of French. To study this you select a large
sample of participants. Now you randomly
divide the sample into two groups, one to be
used in the experimental condition and the
other as control group. The experimental
group of participants learn English language
for a year and is tested to find out their
achievement in English. In the second year,
they study French. In the end this group is
tested to find out its achievement scores in
French. The control group in the first phase
does not learn English language and just does
its routine work for one year. In the second
year, these participants learn French for a year
and their achievement scores are obtained.
The achievement scores in French of the two
groups are then compared. If the achievement
Table 6.4 Experimental Design used in the Study of Transf
Group of Participants Phase 1
Experimental Learns task A
Control Does not learn but rests
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score of the experimental group is higher than
that of the control group, it implies that
positive transfer has taken place. If the score
is lower than the control group, it means
negative transfer has taken place. If the two
groups perform equally well, then it shows that
transfer effect is zero.
It must be noted that in the study of
transfer effect, a distinction is made between
general transfer and specific transfer. It is
now a well-known fact that prior learning
always leads to positive general transfer. It is
only in specific transfer that transfer effects
are positive or negative, and in some
conditions there is zero effect, though in
reality, due to general transfer, zero transfer
is theoretically untenable. Let us try to
understand the nature of general transfer and
specific transfer.
General (Generic) Transfer
General transfer is not clearly conceptualised
and defined in its details. However, prior
learning predisposes one to learn another task
in a better manner. The learning of one task
warms-up the learner to learn the next task
more conveniently. You must have seen a
cricketer going to the pitch to take her/his
position near the wicket. The cricketer walks
by jumping on one foot then on the other.
S/he moves her/his two hands holding the bat
sideways to loosen up. When you write answers
while appearing at the examination, your
writing is slow and sitting position awkward
for efficient writing. However, you get warmed
up after having written two or three pages. Your
speed increases and your body gets well
adjusted to the writing task. This continues
until the writing of the last answer is over. After
some time, warm-up effect disappears.
Warm-up effect lasts over one session of
Transf er Eff
ransfer ects of Learning
Effects
Phase 2
Learns task B
Learns task B
learning. Only in that session one can learn two
or more tasks.
Specific Transfer
Whenever an organism learns something, it
consists of a series of stimulus-response
associations. Any task can be understood as a
chain of discriminable stimuli, each of which
has to be associated with a specific response.
Specific transfer means the effect of learning
of task A on learning of task B. The learning of
task A may make the learning of task B easier
or more difficult or have no such effect. Such
transfers depend on similarity-dissimilarity
between the initial learning task and the second
task. The possible relationships between
stimuli and responses are shown in Table 6.5.
Table 6.5 Similarity-Dissimilarity Relationship between the Initial and Subsequent Learning T
S.No. Initial Task Second Task
1. SA – R A SC – RD
2. SA – R A SA – R A
3. SA – R A SA – R D
4. SA – R A SC – RA
5. SA – R A S A – RA
On the basis of a long series of
experimental studies, the following
conclusions have been drawn about specific
transfer with reference to the situations shown
in Table 6.5.
1. In the first instance, the initial and transfer
tasks are very different both in stimuli as
well as in responses. Hence no specific
transfer is expected. However, due to the
mechanism of general transfer some
degree of positive transfer may occur.
2. In the second case, the stimuli of the two
tasks are the same and responses are
highly similar. Therefore, maximum
transfer may occur. It has been regularly
shown that in this condition positive
transfer takes place.
3. In the third case, the stimuli are same
but responses are different. In such
conditions also some positive transfer
occurs.
4. In the fourth case, the stimuli are different,
but responses are the same. Therefore new
associations with responses are to be
learned. In this case positive transfer is
obtained.
5. In the fifth case, stimuli and responses are
the same, but associations are altered.
Because of this alteration, negative transfer
occurs in the learning of the second task.
It is so because the associations learned
in the initial task interfere in the learning
of new associations. Such interferences are
discussed in Chapter 7 which deals with
human memory.
Tasks
asks
Comments
Both stimuli and responses are different
Stimuli are the same and responses are similar
Stimuli same but responses are different
Stimuli are different but responses same
Same stimuli and responses but associations
interchanged
FACTORS FACILITATING LEARNING
In the preceding section we examined the
specific determinants of learning, such as
contiguous presentation of CS and US in
classical conditioning; number, amount, and
delay of reinforcement in operant conditioning;
status and attractiveness of models in
observational learning; procedure in verbal
lear ning; and the nature of rules and
perceptual features of objects and events in
concept learning. Now, we shall discuss some
general deter minants of learning. This
discussion is not exhaustive. Rather it deals
with some salient factors only which are found
very important.
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Continuous vs Partial Reinforcement
In experiments on learning the experimenter
can arrange to deliver reinforcement according
to a specific schedule. In the context of
learning, two kinds of schedules namely
continuous and partial have been found very
important. In continuous reinforcement the
participant is given reinforcement after each
target response. This kind of schedule of
reinforcement produces a high rate of
responding. However, once the reinforcement
is withheld, response rates decrease very
quickly, and the responses acquired under this
schedule tend to extinguish. Since organism
is getting reinforcement on each trial, the
effectiveness of that reinforcer is reduced. In
such schedules where reinforcement is not
continuous, some responses are not
reinforced. Hence, they are called partial or
intermittent reinforcement. There are several
ways in which one might reinforce responses
according to an intermittent schedule. It has
been found that partial reinforcement
schedules often produce very high rates of
responding, particularly when responses are
reinforced according to ratio. In this kind of
schedule, an organism often makes several
responses that are not reinforced. Therefore,
it becomes difficult to tell when a
reinforcement has been discontinued
completely and when it has merely been
delayed. When reinforcement is continuous it
is easier to tell when it has been discontinued.
This kind of difference has been found crucial
for extinction. It has been found that extinction
of a response is more difficult following partial
reinforcement than following continuous
reinforcement. The fact that the responses
acquired under partial reinforcement are
highly resistant to extinction is called partial
reinforcement effect.
Motivation
All living organisms have survival needs and
human beings, in addition, have growth needs.
Motivation is a mental as well as a
physiological state, which arouses an
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organism to act for fulfilling the current need.
In other words, motivation energises an
organism to act vigorously for attaining some
goal. Such acts persist until the goal is
attained and the need is satisfied. Motivation
is a prerequisite for learning. Why does a child
forage in the kitchen when the mother is not
in the house? S/he does so because s/he
needs sweets to eat for which s/he is trying to
locate the jar in which sweets are kept. During
the course of foraging the child learns the
location of the jar. A hungry rat is placed in a
box. The animal forages in the box for food.
Incidentally it presses a lever and food drops
in the box. With repeated experience of such
activity, the animal learns to press the lever
immediately after the animal is placed there.
Have you ever asked yourself why you are
studying psychology and other subjects in
Class XI? You are doing so to pass with good
marks or grades in your final examination.
The more motivated you are, the more hard
work you do for learning. Your motivation for
learning something arises from two sources.
You learn many things because you enjoy
them (intrinsic motivation) or they provide you
the means for attaining some other goal
(extrinsic motivation).
Preparedness for Learning
The members of different species are very
different from one another in their sensory
capacities and response abilities. The
mechanisms necessary for establishing
associations, such as S-S or S-R, also vary
from species to species. It can be said that
species have biological constraints on their
learning capacities. The kinds of S-S or S-R
learning an organism can easily acquire
depends on the associative mechanism it is
genetically endowed with or prepared for. A
particular kind of associative learning is easy
for apes or human beings but may be
extremely difficult and sometimes impossible
for cats and rats. It implies that one can learn
only those associations for which one is
genetically prepared.
 The concept of preparedness may be best
understood as a continuum or dimension, on
one end of which are those learning tasks or
associations which are easy for the members
of some species, and on the other end are those
learning tasks for which those members are
not prepared at all and cannot learn them. In
the middle of the continuum fall those tasks
and associations for which the members are
neither prepared nor unprepared. They can
learn such tasks, but only with great difficulty
and persistence.
THE LEARNER : LEARNING STYLES
You may have observed that some children,
sometimes from the same family, perform well
in school whereas others do not. There has
been a great deal of research on learning styles
over the last several decades. It demonstrates
the differences in the way people learn within
the same class, culture, community or socio-
economic group and those belonging to
different groups.
Lear ning style may be defined as
‘a learner’s consistent way of responding to
and using stimuli in the context of learning’. In
other words, it is ‘the way in which each
learner begins to concentrate, processes, and
retains new and complex information’. It may
be noted that this interaction occurs differently
for everyone. For example, you may have
noticed that children in your class are unique
in their personalities, cultural experiences,
and values. Different students prefer different
learning environments, learning modalities
and they all have unique strengths, talents,
and weaknesses.
Therefore, it is necessary to examine each
individual’s personal characteristics to
determine what is most likely to trigger each
learner’s concentration, maintain it, respond
to her or his natural processing style and
facilitate long-term memory. There are various
instruments which are used to determine a
student’s learning style.
Learning styles are mainly derived from
Perceptual Modality, Information Processing,
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and Personality Patterns. A brief description
of these approaches are given below:
1. Perceptual Modality are biologically-based
reactions to the physical environment. It
refers to the preferences of persons
through which they take in information
such as auditory, visual, smell,
kinesthetic, and tactile.
2. Infor mation Processing distinguishes
between the way we are structured to
think, solve problems, and remember
information. This may be thought of as the
way we process information. For example,
active/reflective, sensing/intuitive,
sequential/global, serial/simultaneous,
etc.
3. Personality Patterns are the way we
interact with our surroundings. Each one
of us has a preferred, consistent, and
distinct way of perceiving, organising, and
retaining information. This approach
focuses on understanding how personality
affects the way people interact with the
environment, and how this affects the way
individuals respond to each other within
the learning environment.
There are several dimensions along which
learning styles differ. For example, Anderson
differentiated between analytic and relational
styles of learning. These have been illustrated
in Table 6.6. It is clear that people with a
relational style learn material best through
exposure to a full unit or phenomenon. They
comprehend parts of the unit only by
understanding their relationship to the whole.
On the other hand, people with an analytical
lear ning style lear n more easily when
information is presented step by step in a
cumulative sequential pattern that builds
towards a conceptual understanding.
One must remember that the various
learning styles are points along a scale that
help us to discover the different forms of
mental representation. They do not
characterise people. Therefore, we should not
divide the population into a set category (e.g.,
visual person, extrovert, etc.). We are capable
of learning under any style, no matter what
our preference may be.
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Chapter 6 • Learning
 Table 6.6 Learning Styles
Relational Style
1. Perceive information as part of total
picture
2. Exhibit intuitive thinking
3. Learn materials that have a human,
social content and are characterised by
experiential/cultural relevance more
easily
4. Have a good memory for verbally
presented ideas and infor mation,
especially if relevant
5. Are more task-oriented concerning non-
academic areas
6. Are influenced by authority figures’
expression of confidence or doubt in
students’ ability
7. Prefer to withdraw from unstimulating
task performance
8. Style conflicts with the traditional
school environment
LEARNING DISABILITIES
You must have heard, observed or read that
thousands of children get enrolled for
education in schools. Some of them, however,
find the demands of educational process too
difficult to meet, and they drop out. Such
students are called “drop-outs”. The reasons
for this are numerous, such as sensory
impairment, intellectual disability, social and
emotional disturbance, poor economic
conditions of the family, cultural beliefs and
norms or other environmental influences.
Apart from these conditions, there is another
source of obstacle in the continuance of
education that is called learning disabilities.
It makes school learning, i.e. acquisition of
knowledge and skills too difficult to grapple
with. Such children also fail to move forward
in their learning activities.
Learning disability is a general term. It
refers to a heterogeneous group of disorders
manifested in terms of difficulty in the
acquisition of learning, reading, writing,
speaking, reasoning, and mathematical
activities. The sources of such disorders are
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Psychology
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Analytical Style
1. Able to disembed information from total
picture (focus on detail)
2. Exhibit sequential and structured
thinking
3. Learn materials that are inanimate and
impersonal more easily
4. Have a good memory for abstract ideas
and irrelevant information
5. Are more task-oriented concerning
academics
6. Are not greatly affected by the opinions
of others
7. Show ability to persist unstimulating
task
8. Style matches most school
environments
inherent in the child. It is presumed that these
difficulties originate from problems with the
functioning of the central nervous system. It
may occur in conjunction with physical
handicaps, sensory impairment, intellectual
disability or without them.
It must be noted that learning disabilities
may be observed as a distinct handicapping
condition in children of average to superior
intelligence, adequate sensory motor systems,
and adequate learning opportunities. If it is
not remedied, it may continue throughout life
and affect self-esteem, vocation, social
relations, and daily living activities.
Symptoms of Learning Disabilities
There are many symptoms of learning
disabilities. They become manifest in different
combinations in children who suffer from this
disorder irrespective of their intelligence,
motivation, and hard work for learning.
1. Difficulties in writing letters, words and
phrases, reading out text, and speaking
appear quite frequently. Quite often they
have listening problems, although they
may not have auditory defects. Such
 children are very different from others in
developing learning strategies and plans.
2. Learning-disabled children have disorders
of attention. They get easily distracted and
cannot sustain attention on one point for
long. More often than not, attentional
deficiency leads to hyperactivity, i.e. they
are always moving, doing different things,
trying to manipulate things incessantly.
3. Poor space orientation and inadequate
sense of time are common symptoms.
Such children do not get easily oriented to
new surroundings and get lost. They lack
a sense of time and are late or sometimes
too early in their routine work. They also
show confusion in direction and misjudge
right, left, up and down.
4. Learning-disabled children have poor
motor coordination and poor manual
dexterity. This is evident in their lack of
balance, inability to sharpen pencil, handle
doorknobs, difficulty in learning to ride a
bicycle, etc.
5. These children fail to understand and
follow oral directions for doing things.
6. They misjudge relationships as to which
classmates are friendly and which ones are
indif ferent. They fail to lear n and
understand body language.
7. Learning-disabled children usually show
perceptual disorders. These may include
visual, auditory, tactual, and kinesthetic
misperception. They fail to differentiate a
call-bell from the ring of the telephone. It
is not that they do not have sensory acuity.
They simply fail to use it in performance.
8. Fairly large number of learning-disabled
children have dyslexia. They quite often
fail to copy letters and words; for example,
they fail to distinguish between b and d,
p and q, P and 9, was and saw, unclear
and nuclear, etc. They fail to organise verbal
materials.
It must be noted that lear ning
disabilities are not incurable. Remedial
teaching methods go a long way in helping
them to learn and become like other students.
Educational psychologists have developed
appropriate techniques for correcting most
2019-20
of the symptoms related to learning
disabilities.
APPLICATIONS OF LEARNING PRINCIPLES
The principles of learning have great value for
enriching human life in all spheres of life. All
activities and behaviours that make personal,
social, and economic life peaceful and
pleasurable are learned. Their learning should
be psychologically guided. Contemporary
psychologists have developed techniques and
procedures based on the principles of classical
and operant conditioning, social learning,
verbal learning, concept learning, and skill
learning for improving many aspects of life.
We can have a glimpse of the applications of
lear ning principles in four areas, i.e.
organisations, in treatment of maladjustive
behaviours, in rearing children, and school
learning.
In organisations, a number of problems
such as absenteeism, frequent medical leave,
indiscipline, and lack of proper skills pose
serious problems. Applying the principles of
lear ning may solve these problems. To
increase attendance and reduce absenteeism,
an interesting device is used in some
organisations. At the end of every third month,
name slips of employees, not being absent on
a single working day are placed in a drum.
Four to five per cent of the names are randomly
drawn and they are given attractive rewards
for not being absent on a single working day.
Such rewards have been found to reduce
absenteeism. To increase the number of
employees, who have not gone on medical leave
for full one year, various benefits are given.
Such partial rewards reduce the incidence of
medical leave. With a view to improving
discipline, managers start functioning as
models for employees, or employees are placed
under such model managers.
Based on the principles of learning, a
number of therapeutic procedures have been
developed to modify maladaptive and socially
incapacitating habits and behaviours. In these
procedures, the principle of extinction is
employed. In the case of those children and
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Chapter 6 • Learning
adults who exhibit irrational and unfounded
fear with accompanying avoidance behaviour,
implosive therapy and flooding are used.
Implosive therapy starts with the person
imagining their most feared form of contact
with the feared object, accompanied by vivid
verbal descriptions by the therapist. The
therapist functions as a coach. On the other
hand, flooding is exposure that takes place in
vivo (e.g., with an actual feared object) and is
considered to be the most effective of all
treatments for fear. To help those suffering
from excessive anxieties and fears, the
technique of systematic desensitisation is
used. It is a form of behaviour therapy used
to reduce phobic patients’ anxiety responses
through counterconditioning, i.e. an attempt
to reverse the process of classical conditioning
by associating the crucial stimulus with a new
conditioned response. In order to eliminate
habits that are undesirable and injurious for
health and happiness, aversion therapy is
used. The therapist arranges things in such a
way that occurrence of maladjustive habits
generates painful experiences and to avoid
them clients learn to give them up. For
example, alcohol is paired with an emetic drug
(which induces severe nausea and vomiting)
so that nausea and vomiting become a
conditioned response to alcohol. Modeling
and systematic use of reinforcement for
shaping and developing competence are
extensively used. Persons suffering from
excessive shyness and having difficulties in
interpersonal interactions are subjected to
assertive learning. This therapy is also based
on the principles of learning. There are persons
who lose mental peace with accelerated rate
of breathing, loss of appetite, and rise in blood
pressure at the slightest provocation. In such
cases psychotherapists give biofeedback
treatment. This technique is based on the
interaction between classical and instrumental
conditioning. In biofeedback, a bodily function
(such as heart rate or blood pressure) is
monitored and information about the function
is fed back to the person to facilitate improved
control of the physiological process. You will
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read in detail about these therapies in
Class XII.
The principles of learning are widely used
in teaching. Educational objectives are decided
after analysing the instructional tasks and
fitting them into various types of learning such
as S-S or S-R, verbal, observational, and skill
learning. Students are told what they have to
learn and appropriate practice conditions
are provided. Students are made active
participants in the acquisition of information,
meaning, and correct responses. Teachers act
as models and mentors for students to
emulate them with a view to promote
appropriate social behaviours and personal
habits. Students are provided ample
opportunities for practice as they are required
to do homework. Skills are analysed as S-R
chains and students are allowed to learn skills
practically.
The principles of learning are best applied
in child rearing, provided both the parents are
aware of the principles of learning. By using
the classical conditioning procedure children
are made to learn necessary signs of danger
and safety. The behaviour of children can
easily be modified and shaped through the
use of operant conditioning procedure. By
using rewards judiciously parents can make
children enthusiastic learners. As models and
mentors, parents make children socially
skillful, duty oriented and resourceful.
Key Terms
Associative learning, Biofeedback, Cognitive
map, Concept, Conditioned response,
Conditioned stimulus, Conditioning,
Discrimination, Dyslexia, Extinction, Free
recall, Generalisation, Insight, Learning
disabilities, Mental set, Modeling, Negative
reinforcement, Operant or instrumental
conditioning, Positive reinforcement,
Punishment, Reinforcement, Serial learning,
Spontaneous recovery, Transfer of learning,
Unconditioned response, Unconditioned
stimulus, Verbal learning
Summary
• Learning is any relatively permanent change in behaviour or behavioural potential produced
by experience or practice. It is an inferred process and differs from performance which is the
observed behaviour/response/action.
• The main types of learning are: classical and operant conditioning, observational learning,
cognitive learning, verbal learning, concept learning, and skill learning.
• Pavlov first investigated classical conditioning in the course of studies on digestion in dogs.
In this kind of learning an organism comes to associate stimuli. A neutral stimulus (CS) that
signals an unconditioned stimulus (US) begins to produce a response (CR) that anticipates
and prepares the organism for US.
• Skinner first investigated operant or instrumental conditioning (OC). An operant is any
response voluntarily emitted by an organism. OC is a type of learning in which response is
strengthened if followed by reinforcement. A reinforcer can be any event that increases the
frequency of preceding response. Thus, the consequence of a response is crucial. The rate of
OC is influenced by the type, number, schedule, and delay of reinforcement.
• Observational learning is also known as imitation, modeling and social learning. We acquire
knowledge by observing a model’s behaviour. The performance depends on whether the
model’s behaviour is rewarded or punished.
• In verbal learning words get associated with one another on the basis of structural, phonetic,
and semantic similarity and contrast. They are often organised in clusters. In experimental
studies, paired-associates learning, serial learning, and free recall methods are used.
Meaningfulness of material, and subjective organisation influence learning. It may be
incidental also.
• Concept is a category. It involves a set of features connected with a rule or instruction. A
concept can be natural or artificial. Artificial concepts are well-defined while natural concepts
are usually ill-defined. Experimental studies of well-defined concepts have been undertaken
through selection and reception procedures. The natural concepts have fuzzy boundaries.
• Skill refers to the ability to carry out complex tasks smoothly and efficiently. They are learned
by practice and exercise. The skilled performance is the organisation of S-R chain into large
response patterns. It passes through cognitive, associative, and autonomous phases.
• Effect of prior learning on new learning is called transfer of learning. It may be general (e.g.,
warm-up) or specific. It depends on similarity of S-R associations in the two learning tasks.
• Factors facilitating learning include motivation and preparedness of the organism.
• Learning style refers to the way in which each learner begins to concentrate on, process,
and retain new and difficult information.
• Learning disabilities (e.g., reading, writing) restrict learning in people. They are hyperactive,
lack sense of time, and eye-hand coordination, etc.
• The principles of learning are applied in organisations, treatment of maladjustive reactions,
child rearing, and school learning.

Review Questions
1. What is learning? What are its distinguishing features?
2. How does classical conditioning demonstrate learning by association?
3. Define operant conditioning. Discuss the factors that influence the course of operant
conditioning.
4. A good role model is very important for a growing up child. Discuss the kind of learning
that supports it.
5. Explain the procedures for studying verbal learning.
6. What is a skill? What are the stages through which skill learning develops?

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Chapter 6 • Learning

2019-20
 7. How can you distinguish between generalisation and discrimination?
8. How does transfer of learning takes place?
9. Why is motivation a prerequisite for learning?
10. What does the notion of preparedness for learning mean?
11. Explain the different forms of cognitive learning?
12. How can we identify students with learning disabilities?

Project Ideas
1. How do your parents reinforce you for behaving in the ways they think are good for you?
Select five different instances. Compare these with the reinforcement employed by teachers
in the classroom and relate them to the concepts taught in the class.
2. If your younger sister or brother has indulged in some undesirable behaviour, how would
you help her/him to get rid of that behaviour. Make use of the learning principles discussed
in the chapter.

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Psychology

2019-20
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